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The pitfalls of collegial coaching: An analysis of collegial coaching in medical education and its influence on stimulating reflection and performance of novice clinical teachers

Karin J.P. Truijen (The University of Twente, Enschede, The Netherlands)
Marianne van Woerkom (Department of Human Resource Studies, Tilburg University, Tilburg, The Netherlands)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 4 July 2008

Abstract

Purpose

Competent clinical teachers are essential for clinical teaching. According to the literature, coaching can contribute to improved levels of reflection and better performance of clinical teachers. By engaging in a dialogue about coachee's teaching behaviour, coaches can stimulate reflection of novice teachers. This study aims to gain insights into the effectiveness of coaching processes in which experienced clinical teachers act as coaches for less experienced teachers.

Design/methodology/approach

A case study was conducted in a Dentistry Faculty of a University Medical Centre in The Netherlands. Semi‐structured interviews with nine coaching couples were conducted.

Findings

The findings indicate that only one coaching couple succeeded in using coaching as an effective tool for stimulating reflection and the performance of the beginning clinical teacher. Instead of discussing and analysing coachees' teaching behaviour, the other couples merely discussed the knowledge and experience of the coach.

Originality/value

This study provides insight into the pitfalls of collegial coaching, and discusses various factors that might affect coaching such as a hierarchical relationship between coach and coachee, the academic climate, the personality of coach and coachee, and finally the importance of using the right coaching model.

Keywords

Citation

Truijen, K.J.P. and van Woerkom, M. (2008), "The pitfalls of collegial coaching: An analysis of collegial coaching in medical education and its influence on stimulating reflection and performance of novice clinical teachers", Journal of Workplace Learning, Vol. 20 No. 5, pp. 316-326. https://doi.org/10.1108/13665620810882923

Publisher

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Emerald Group Publishing Limited

Copyright © 2008, Emerald Group Publishing Limited